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Pink Time: Evidence of Self-Regulated Learning and Academic Motivation Among Undergraduate Students
This article describes and analyzes a classroom assignment to promote intrinsic motivation for learning in college students. Here, grades and instructor expectations for content are viewed as students' primary motivations for learning, and correspondingly present obstacles for improved critical...
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| Published in: | Journal of geography (Houston) 2015-07, Vol.114 (4), p.146-157 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-c427t-f138ce24fbaddb6fc800095df914e38143ef5f53d238b45f86eba384970645e23 |
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| cites | cdi_FETCH-LOGICAL-c427t-f138ce24fbaddb6fc800095df914e38143ef5f53d238b45f86eba384970645e23 |
| container_end_page | 157 |
| container_issue | 4 |
| container_start_page | 146 |
| container_title | Journal of geography (Houston) |
| container_volume | 114 |
| creator | Baird, Timothy D. Kniola, David J. Lewis, Ashley L. Fowler, Shelli B. |
| description | This article describes and analyzes a classroom assignment to promote intrinsic motivation for learning in college students. Here, grades and instructor expectations for content are viewed as students' primary motivations for learning, and correspondingly present obstacles for improved critical thinking skills, student autonomy, and engagement. This study examines students' responses to an iterative assignment that asks them to "skip class, do anything you want, and give yourself a grade." Mixed methods of data collection and analysis were used to assess the efficacy of the assignment. The findings support the idea that the Pink Time assignment promotes self-regulated learning and academic motivation. |
| doi_str_mv | 10.1080/00221341.2014.977334 |
| format | article |
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| identifier | ISSN: 0022-1341 |
| ispartof | Journal of geography (Houston), 2015-07, Vol.114 (4), p.146-157 |
| issn | 0022-1341 1752-6868 |
| language | eng |
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| source | ERIC; Taylor and Francis Social Sciences and Humanities Collection |
| subjects | academic motivation Assignments Autonomy College students Critical Thinking Data acquisition Data collection Elementary school students Instructional Effectiveness Iterative methods Learner Engagement Learning Learning Motivation Metacognition Mixed Methods Research Motivation pedagogy Personal Autonomy Self Management self-regulated learning Semi Structured Interviews Student Motivation student-centered teaching Students sustainability Teachers Thinking Skills Undergraduate Students United States (East) |
| title | Pink Time: Evidence of Self-Regulated Learning and Academic Motivation Among Undergraduate Students |
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